Posted: February 24th, 2022

Do you think that occupational therapists should directly address sensory processing difficulties in a school setting?

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Current estimates suggest that between 5% and 16% of school-aged children in the United States have a sensory processing disorder. Further, the incidence of Autism Spectrum Disorder (ASD) in the United States is currently estimated to be 1 in 42 individuals (“Autism Rates by Country 2020,” n.d.) and sensory hypo- and/or hyper-reactivity is one of the diagnostic criteria for ASD in the DSM5. In other words, a large number of school-age children have ASD and most individuals with ASD also have sensory processing difficulties. Additionally, many children without ASD have sensory processing difficulties. Despite these statistics suggesting that a significant number of children attending public school have difficulties with sensory processing, it is not uncommon, in my professional experience, to hear school-based occupational therapists say, “We don’t do that at my school, we only provide accommodations” or “That is a clinic-based issue, not a school-based issue” when it comes to being asked to directly address sensory processing issues at school. This week, you read 2 articles comparing school and clinic-based occupational therapy services for a child with ASD and challenges in sensory processing. Please reflect on these readings, and any other appropriate resources, as you answer the following questions.
Do you think that occupational therapists should directly address sensory processing difficulties in a school setting? Why or why not? If you have any work experience in a school setting, please share your experience – for example, do you directly address sensory processing in these children? Do you indirectly address it by providing only accommodations or perhaps consultation? Why do you believe this approach (either direct or indirect) is/was used in the school setting where you work(ed)? Why do you think some occupational therapists don’t directly address sensory processing issues in a school setting?
For those of you who do not have any work experience in a school setting, what hypotheses do you have regarding why some occupational therapists don’t directly address sensory processing issues in a school setting?
According to this week’s articles, what clinic-based interventions have strong evidence supporting effectiveness for improving participation of children with ASD? What interventions have evidence supporting effectiveness to support self-regulation and desired behaviors for children with ASD in a school setting? What interventions commonly used in a school setting do not have sufficient evidence to support their use as stand-alone sensory interventions at school?
Finally, how were the treatment plan, goals, and interventions for Alejandro in the clinic setting similar and how were they different from the treatment plan, goals, and interventions provided for Alejandro in the school setting?
Autism rates by country 2020. (n.d.). Retrieved from http://worldpopulationreview.com/countries/autism-rates-by-country/

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